grounds maintenance 1 introduction, table of contents, how...
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Introduction
Bridging the Employment Gap 2008 Grounds Maintenance i
GROUNDS
MAINTENANCE
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance ii
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance iii
Acknowledgements Sincere appreciation and acknowledgement is given to the following companies, agencies and
individuals for their assistance and encouragement in the development of this resource:
Phase 1
Project Staff: Sue MacDonald, Connie Morgan
Reference Committee: Connie Morgan (Barrie Literacy Council); Debbie Soucie (Barrie &
District Association for People with Special Needs); MaryAnne Myers (Simcoe County District
School Board); Wanda Minnings (Simcoe/Muskoka Literacy Network).
Administrative Support Staff: Bonnie Patton
Pilot Sites: Thanks to all who piloted the original materials
Funded by: National Literacy Secretariat, Human Resources Development Canada, Ontario
Ministry of Colleges Training and Universities
Phase 2
Project Manager: Stephanie Hobbs (Executive Director, Simcoe/Muskoka Literacy Network)
Resource Developers and Writers: Ann Kelland, Alison Wasielewski
Design and Layout: Ann Kelland
Reference Committee:
• Ann Bilodeau (KW Habilitation Services – Waterloo Region);
• Jennifer Ellis (Midland Area Reading Council);
• Stephanie Hobbs (Simcoe/Muskoka Literacy Network);
• Connie Morgan (Barrie Literacy Council);
• Kelly Scott (Ontario Works).
Focus Group: Thanks to the many individuals from the following agencies:
• Barrie Literacy Council;
• Employment Resource Centres of Barrie, Midland and Orillia;
• Job Connect (Georgian College);
• KW Habilitation Services;
• Midland Area Reading Council;
• Ontario Works (Muskoka & Simcoe);
• Simcoe Community Services;
• Simcoe/Muskoka Literacy Network.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance iv
Pilot Sites:
• Barrie Literacy Council;
• Canadian Hearing Society (Toronto);
• CCE Community Living Hamilton : ARC (Hamilton-Wentworth District School Board)
• CCE Mountain Learning Centre (Hamilton-Wentworth District School Board)
• Extend-A-Family : Working Adults Learning Empowering Skills (Waterloo Region);
• KW Habilitation Services;
• Midland Area Reading Council;
• Open Door Centre for Learning (Waterloo Region District School Board);
• The Literacy Group of Waterloo Region.
Administrative Support: Elizabeth Martz
Special thanks to
• Bank of Canada for permission to reproduce images of Canadian money;
• Waterloo Region District School Board for permission to use the Essential Skills section
from the On the Way to Work manual and the Alignment Charts linking the Essential
Skills to the Literacy and Basic Skills Outcomes (developed by Lesley Brien, Ann Kelland
and Alison Wasielewski for the Construction Zone and On the Way to Work manuals);
• Employers who participated in the project by giving authentic documents, copyright
permission, and job experience to our students;
• Amanda Steinhoff and Krista Wasielewski for typing support.
Funded by:
• Office of Literacy and Essential Skills, Human Resources and Social Development
Canada, Service Canada.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance v
Bridging the Employment Gap
• Focus on Level 1 Essential Skills
• Based on National Occupation Code Profiles for jobs in 5 sectors
o Clerical
o Grounds Maintenance
o Janitorial
o Kitchen Help
o Retail
• Emphasis on community partnerships with job coaches / job developers and with employers
• Student units include Learning Activities (Essential Skills identified), Teaching Aids, Student Activity
Sheets, and Demonstrations (including instructor notes, tasks, and assessment.)
READY FOR WORK includes
o ESSENTIAL SKILLS training module for tutors
� Exploring the Essential Skills
� LBS / ES alignment charts
� How to Use the Ontario Skills Passport (including NOC)
o STUDENT UNITS focused on skills all people need – especially the “soft skills”
� Before Applying for the Job
° Choosing a Job
° Fit for the Job
° Keep Fit
° Using a Personal Information Wallet Card
° Going for the Interview
� On the Job
° Pay Information
° Form Filling
° Succeeding in the Workplace: Personal and Interpersonal Skills
· Working with Others
· Employee Responsibilities
· Employer Responsibilities
° Messages
° Bus Smart
° Time
· Units of Time Measurement
· Digital Clock
· Analog clock
· Measuring Elapsed Time
· Managing Time
O EVALUATION
� For the Employer
� For the Support Worker
� For the Student
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance vi
CONTENTS OF SECTOR MANUALS
CLERICAL · Safety
· Collating
· Photocopying
· Preparing Envelopes for Mailing
· Taking Telephone Messages
· Making a Telephone Call
GROUNDS MAINTENANCE
· Safety · Understanding Hazardous
Product Labels · Tools and Fasteners · Lawns and Gardens: Tasks and
Tools · Lawnmowers · Flower Gardens · Communicating on the Job
JANITORIAL · Safety
· Understanding Hazardous
Product Labels
· Understanding Signs
· Garbage Bags and Recycling
· Floors, Tables and Windows
· Cleaning the Washroom
KITCHEN HELP · Safety
· Loading and Unloading the
Dishwasher
· Counting and Patterns
· The Condiment Station: Sorting
and Storing Food
· Setting Temperatures: Burners
and Ovens
· Measuring Ingredients
RETAIL · Safety
· Counting Money
° Previous experience
° Loonies and toonies
° $5
° $10 & $20
° Pennies
° Quarters
° Nickels & Dimes
° Putting it all Together
· Sorting Sizes
· Matching UPC Numbers
· Stocking Shelves
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance vii
Table of Contents
INTRODUCTION
Background
How to Use This Resource
National Occupation Profiles and the Essential Skills
Summary of Level 1 Tasks
Level 1 Essential Skills (reprinted from profiles)
What I Have Learned and Skills Practised
1
2
5
7
10
17
SAFETY
Safety
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
19
21
24
25
37
51
59
61
75
UNDERSTANDING HAZARDOUS PRODUCT LABELS
Understanding Hazardous Product Labels
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
77
79
81
83
101
131
141
143
151
TOOLS AND FASTENERS
Tools and Fasteners
Essential Skills Chart
Learning Activities
153
155
157
159
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance viii
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
175
201
211
213
221
LAWNS AND GARDENS: TASKS AND TOOLS
Lawns and Gardens: Tasks and Tools
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
223
225
228
229
241
259
263
265
271
LAWNMOWERS
Lawnmowers
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
273
275
277
279
289
303
305
307
315
FLOWER GARDENS
Flower Gardens
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
317
319
321
323
335
351
353
355
359
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance ix
COMMUNICATING ON THE JOB
Communicating on the Job
Essential Skills Chart
Learning Activities
Teaching Aids
Student Activity Sheets
Demonstration Instructor Page
Demonstration Tasks
Demonstration Assessment
361
363
365
367
373
385
395
397
405
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance x
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 1
Background
This is part of Phase 2 of Bridging the Employment Gap for Learners with Low
Level Literacy Skills, a project begun in 2001. The focus of Phase 1 of the project was
students with the lowest level literacy and basic skills, especially the developmentally
challenged population. These students are the hardest to place in jobs and they face significant
challenges in getting and keeping employment.
Phase 1 produced job specific sector manuals. These manuals presented step-by-step
learning activities for selected tasks in the following sectors:
• Clerical
• Grounds Maintenance
• Janitorial
• Kitchen Help
• Retail.
Activities and teaching aids, as well as some demonstrations, were produced for each of
the above sectors. Tasks selected were representative of jobs in which students were being
placed. These manuals have been successfully used by a number of agencies, and this led to
requests for their augmentation and fuller circulation.
In Phase 2, the focus was expanded to include all Essential Skill Level 1 learners, not just
those who are developmentally challenged. To accomplish this, more activities requiring
greater skill were created. All the activities have been aligned to the Essential Skills and to the
selected National Occupation Classification (N.O.C.) profiles. A summary of the N.O.C. profiles
and their Level 1 tasks is included; however, some of the Level 1 tasks from the profiles have
yet to be developed. Demonstrations and authentic documents have been added to
complement the activities.
As a result of focus group meetings with representatives from Ontario Works,
Employment Resource Centres, Community based programs, job developers from Job Connect,
job coaches, and literacy instructors, a need for the development of the “soft skills” was
identified. There are many other non sector-specific job related skills needed by all employees,
for example, form filling skills. Ready for Work is the resource which has been developed to
address these needs. Ready for Work should be used as a complement to each sector manual.
The Grounds Maintenance manual will help individuals who may have the opportunity
to work for a landscaping company or the municipality doing general yard and garden care,
outdoor maintenance, and minor repairs. It includes seven main units: Safety; Understanding
Hazardous Product Labels; Tools and Fasteners; Lawns and Gardens: Tasks and Tools;
Lawnmowers; Flower Gardens; and Communicating on the Job.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 2
How to Use This Resource
NATIONAL OCCUPATION CLASSIFICATION AND THE ESSENTIAL SKILLS Several N.O.C. profiles were used in planning what tasks to include in the resource
manual. The Level 1 skills for the several profiles are printed as they appear in the profiles, and
they are also summarized in chart form. Indication is made as to whether that task has been
addressed, and if so, in which manual: Clerical, Ready for Work, another sector manual.
Sometimes, the specific task has not been taught, but the necessary skill has. If the task has not
been taught, it is one that could be developed at some later time, if funding becomes available.
Instructors and students can access the full profile by going to the Essential Skills website
(Google “Essential Skills.”)
UNIT ORGANIZATION
• INTRODUCTION
These pages outline the intent of the unit as a whole, and they include the following sub-
headings:
° Description of unit
° Prerequisite and additional skills not taught in this unit
· Skills a student should have before attempting the activities and tasks.
° Objectives
· Measurable goals which should be met by the end of the unit.
° Materials
· Materials the instructor/job coach/volunteer will need to gather prior to
teaching the unit.
° Vocabulary
· The words the students will need to be able to recognize, read or hear by the
end of the unit. Specific vocabulary exercises are not provided.
· Instructors/job coaches/ volunteers should be prepared to teach new
vocabulary as it arises.
· New words could be written on vocabulary cards which should then be
laminated for multiple usages.
· Some students will only recognize the words orally, while others may be able
to copy and/or spell the words.
· Some students may benefit from making their own vocabulary cards.
° Resources
· Sources of information used to develop the unit plus other resources which
could be used to augment the learning.
• ESSENTIAL SKILLS CHART
° The Essential Skills are named across the top of the chart (the abbreviations noted
above have been used)
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 3
° The Activity Descriptions are listed numerically down the left-hand column of the
checklist.
° The final activity, named D, is the Demonstration.
° Each learning activity in the unit has been named, numbered and the Essential Skills
used in the activity are identified and leveled. This will enable instructors / job
coaches/ volunteers to locate tasks which will develop particular skills.
• LEARNING ACTIVITIES
The Learning Activities contain detailed steps which are necessary for low level students.
Some students may be able to omit steps in certain units depending upon their expertise in
a particular area. A listing of the Essential Skills contained in the activity and the materials
needed to complete the activity precede the instructions.
• DOCUMENTS
Authentic documents have been used as appropriate. We encourage everyone using this
resource to gather authentic materials appropriate to their geographic area and /or job
placement.
e.g. Local bus schedules/time-tables;
Local business application forms
• TEACHING AIDS
These materials are cross-referenced in the Learning Activities. Their inclusion should
facilitate the preparation process. Some of the Teaching Aids incorporate role play
situations. These should be laminated or mounted on card stock to make them durable for
posting and multiple usage
• STUDENT ACTIVITY SHEETS
Students will work on these sheets. They will be required to fill in forms, charts, checklists
and/or answer questions. These should be photocopied as needed. On the CD, doc forms of the student sheets are included so that instructors may
individualize these for their students
• DEMONSTRATION - INSTRUCTOR PAGE
This page acts as a summary for the instructor/job coach/volunteer. The skills and
achievement indicators of the unit are itemized.
• DEMONSTRATION TASKS
Demonstration Tasks will be completed by the student at the end of the unit. The skills
inherent in the tasks have been taught and practiced throughout the unit (in the Learning
Activities and in the Student Activity Sheets.) These demonstration tasks act as a summation
of the unit, and may be collected for a student portfolio or for a workplace portfolio. The
Task sheets should be photocopied as required.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 4
• DEMONSTRATION - ASSESSMENT
This form will show how the student has performed on the tasks and will be a useful tool for
instructors/job coaches/volunteers and employers. It could be included in a portfolio to be
taken to a job placement or interview. An indicator on all demonstration assessments is
student self-assessment. This will help the individual to recognize his or her areas of
strength as well as the skills he or she will need to practise further in order to meet with
success in the workplace.
WHAT I HAVE LEARNED AND SKILLS PRACTISED This is a standard self assessment form that can be used at the completion of each
demonstration. The object is for the student to understand what Essential Skills have been
practiced in the unit and shown in the demonstration. This form may be included in a portfolio,
or may be used with a job developer or job coach as a resume is being written. It will also help
the student to feel confident about his or her skills, and hopefully will help the student to be
able to articulate strengths when interviewed for a job.
ABBREVIATIONS USED FOR ESSENTIAL SKILLS (on charts)
RT Reading Text
DU Document Use
W Writing
N
° MM
° SBA
° MC
° DA
° NE
Numeracy
° Money Math
° Scheduling or Budgeting and Accounting
° Measurement and Calculation
° Data Analysis
° Numerical Estimation
TS
° PS
° DM
° JTPO
° SUM
° FI
Thinking Skills
° Problem Solving
° Decision Making
° Job Task Planning & Organization
° Significant Use of memory
° Finding Information
WWO Working With Others
CU Computer Use
CL Continuous Learning
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 5
NATIONAL OCCUPATION PROFILES AND THE ESSENTIAL SKILLS
Three NOC profiles are included in this category: NOC 7621 – Public Works and Maintenance
Labourers, NOC 7422 Public Works Maintenance Equipment Operators, and 8612 –
Landscaping And Grounds Maintenance Labourers.
NOC 7621: Public works and maintenance labourers perform a variety of labouring activities to
maintain sidewalks, streets, roads and similar areas. They are employed by municipal, provincial
and federal government public works departments or by private contractors under contract to
governments.
Public works and maintenance labourers perform some or all of the following duties:
• Clean and maintain sidewalks, streets, roads and public grounds of municipality and
other areas, working as member of crew
• Sweep debris and shovel snow from streets, sidewalks, building grounds and other
areas, and load snow and debris into carts or trucks
• Shovel cement and other materials into cement mixers, spread concrete and asphalt on
road surfaces using shovels, rakes and hand tampers, and perform other activities to
assist in maintenance and repair of roads
• Spread sand or salt on sidewalks for snow and ice control
• Dig ditches and trenches using shovels and other hand tools
• Operate jackhammers and drills to break up pavement
• Operate power mowers and cutters to cut lawns and grass along roadsides
• Cut trees, trim branches, rake leaves, apply fertilizer and insecticides by hand, and water
public lawns, trees and shrubs
• Load and unload trucks with supplies and equipment
• Collect money from coin boxes of parking meters along established route
• Collect and load refuse on garbage trucks
• Assist equipment operators to secure attachments to equipment or trucks
• Assist in routine maintenance and repair of equipment
• Assist skilled tradespersons such as carpenters, plumbers and mechanics
• May operate mobile sidewalk-cleaning equipment
NOC 7422: This unit group includes workers who operate vehicles and equipment to maintain
streets, highways and sewer systems and operate garbage trucks to remove garbage and
refuse. They are employed by municipal, provincial and federal public works departments and
by private contractors under contract with government public works departments. This unit
group includes workers who operate vehicles and equipment to maintain streets, highways and
sewer systems and operate garbage trucks to remove garbage and refuse. They are employed
by municipal, provincial and federal public works departments and by private contractors under
contract with government public works departments
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 6
Public works maintenance equipment operators perform some or all of the following duties:
• Operate garbage trucks to remove garbage and other refuse and dump loads at
designated sites
• Operate street cleaning equipment such as street sweepers or other vehicles equipped
with rotating brushes to remove sand, litter and trash
• Operate snowploughs or trucks fitted with plough blades to remove snow from streets,
highways, parking lots and similar areas
• Operate sewer maintenance equipment such as rodders and sewer jet cleaners to
maintain and repair sewer systems
• Operate trucks equipped with road sanding and other similar apparatus
• Check, lubricate, refuel and clean equipment and report any malfunctions to supervisor.
NOC 8612: Landscaping and grounds maintenance labourers perform manual work to assist in
the construction of landscapes and related structures and to maintain lawns, gardens, athletic
fields, golf courses, cemeteries, parks, landscaped interiors and other landscaped areas. They
are employed by landscaping and lawn care companies, golf courses, cemeteries, and by
landscaping departments of governments and private establishments.
Landscaping and grounds maintenance labourers perform some or all of the following duties:
• Spread top soil, lay sod, plant flowers, grass, shrubs and trees and perform other duties
to assist with the construction of a landscape and related structures
• Cut grass, rake, fertilize and water lawns, weed gardens, prune shrubs and trees and
perform other maintenance duties as directed by supervisor
• Operate and maintain power mowers, tractors, snow blowers, chain saws, electric
clippers, sod cutters, pruning saws and other landscape maintenance equipment
• Spray and dust trees, shrubs, lawns and gardens, as directed, to control insects and
disease
• Perform other manual duties to clean and maintain landscaped environments.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 7
SUMMARY OF LEVEL 1 TASKS
Essential Skill Sample tasks This
resource
Ready
for Work
Other To be
developed
READING TEXT
· Work orders re assignments
�
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All
DOCUMENT USE
· Labels – contents
· Road signs
· Hazardous product labels
· Codes, identification letters & numbers
· Lists
· Time sheets
· Route sheets
· Symbols and icons on machinery
· Complete variety of forms – check lists, etc.
�
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Kitchen
Janitorial
Retail
Clerical
�
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WRITING
· Time sheets
· Notes to foreman
· Daily work reports
· Log entries (equipment use, etc.)
· Lists
· Reminder notes to self
· Complete variety of forms
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Clerical
Retail
Retail
Retail
Clerical
Retail
�
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NUMERACY
Money Math
Measurement &
Calculation
Data Management
(Data Analysis)
· Purchase gas/diesel
· Total fuel receipts & enter in fuel log book
· Accept payments
· Measure size of bolts etc for re-ordering
· Height of trucks – fit under bridge
· Read gauges (in truck)
· Read graphs and compare
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Kitchen
�
�
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Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 8
Numerical
Estimation
· Estimate time required for task
· Estimate ratio of sand to salt etc.
�
Kitchen/
Janitorial
�
ORAL
COMMUNICATION
· Call out to co-workers when backing up vehicles
· Listen to called out directions
· With co-workers & supervisors re task
· Two-way radio
· With public re questions about work
· With suppliers re ordering
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All
Retail
/Clerical
Clerical
�
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�
THINKING SKILLS
Problem Solving
Decision Making
Job Task Planning &
Organization
Significant Use of
Memory
Finding Information
· Weather conditions that interfere with job
· Equipment breakdowns
· Problem performing task – solve problem or explain reason
for not doing task
· Amount of material needed for job
· Decisions based on weather conditions
· What garbage to take/leave based on recycling guidelines,
etc.
· Location of public litter baskets
· Follow work plan set by supervisor
· Operating procedures for equipment
· Routes for plowing & sweeping
· Recyclables & hazardous materials in municipality
· Look at road maps – addresses, routes
· Refer to municipal by-laws
· Consult mechanics or manufacturers re equipment operation
& maintenance
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Clerical
All
Kitchen
Janitorial
All
All
Janitorial
Janitorial
Janitorial /
Clerical
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Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 9
WORKING WITH
OTHERS
· Work alone or independently
· As member of a work crew
�
�
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�
All
All
COMPUTER USE
· Use computer-operated machinery
Clerical/
Retail
�
CONTINUOUS
LEARNING
· Training on new equipment
· Safety courses including WHMIS
· Sometimes certification required (pesticide application)
· On-the-job
· Manuals, courses
�
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All
All
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All
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Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 10
LEVEL 1 ESSENTIAL SKILLS: (reprinted from profile)
Reading Text
• May read daily orders from supervisors
• Read work orders describing assignments
Document Use
• May read labels on boxes to verify contents and destinations.
• May read parking and snow removal signs.
• May read hazardous materials signs
• Complete identification stickers for items to be placed in storage.
• May check off codes on lists to indicate the condition of items being transported.
• May fill in hours worked on invoice forms.
• May read time sheets for a crew of workers.
• May read signs, such as street signs and traffic signs
• May read route sheets, such as garbage pickup lists which indicate both regular and
extra pick-ups
• May read identification letters and numbers, such as those on manhole covers
• May read labels on machine parts and on chemical products. The labels may contain
symbols or icons
• May fill in checkoff sheets to denote damaged garbage bins and to indicate streets
where the collection has been completed
• Read signs to obtain information about directions and warnings.
• Complete a variety of forms, such as time sheets and safety checklists, for record-
keeping purposes
Writing
• May fill in work reports of tasks completed and hours spent on various activities.
• May complete a "daily comment sheet" to note problems such as the presence of
dangerous goods or blocked access to tracks or to roads
• May write notes to foremen to request new equipment or to note problems
• Complete daily report forms to indicate any problems that they had with their vehicles
or with customers on the route.
• Make daily log entries to show the number of hours the vehicle was used and the
servicing it received.
• May jot reminder notes during meetings with their supervisor or write notes to their
supervisor for clarification on an aspect of their work assignment.
• May write lists of needed materials.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 11
• May complete forms, using numbers, words and phrases to record information about
job hazards, measurements, production, materials used or time spent in performing
various duties.
• May maintain a log book or journal to record information about the day's events, such
as the work accomplished and any unusual incidents which occurred.
Numeracy
• Money Math
· May accept payment from companies bringing loads to landfill dumps
· Purchase gasoline or diesel for their vehicles.
· Add fuel receipts and enter them into a fuel log book.
• Measurement and Calculation Math
· Measure the size of bolts or other items when ordering replacements.
· Measure the height of their trucks and any extensions to be sure that they will fit
under bridges
· Read gauges in the truck for temperature, amperage, oil and hydraulic pressure
to ensure they are within acceptable limitsread gauges in the truck for
temperature, amperage, oil and hydraulic pressure to ensure they are within
acceptable limits
• Data Analysis
· May read graphs showing water pump efficiency and compare them to graphs
for previous time periods
• Numerical Calculation
· Estimate how long it will take to perform a task such as snowplowing a stretch of
road.
· Estimate the ratio of sand to salt in the load of a road maintenance vehicle to
determine if the ratio should be increased or decreased.
Oral Communication
• Call out to co-workers to guide them when they are backing up vehicles.
• Discuss instructions and schedules with foremen
• Listen for co-workers yelling instructions at a distance, such as a swamper yelling
instructions to the driver from the back of a garbage truck.
• Talk to staff at the landfill and the recycling depot concerning the placement of loads.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 12
• Interact with supervisors to receive work assignments and discuss problems.
• Talk with the public to answer their questions concerning what the department is doing.
• Communicate with co-workers via the two-way radio in the cab of the truck to exchange
information and co-ordinate tasks.
• May communicate with suppliers. For example, landscaping and grounds maintenance
labourers contact suppliers to arrange for the timely delivery of products such as sod.
• Communicate with supervisors to discuss instructions and task. For example,
landscaping and grounds maintenance labourers discuss procedures for mixing
fertilizers.
Thinking Skills
• Problem Solving
· May encounter icy road conditions which make it difficult to position vehicles at
garbage bins or storage pick-up areas
· May find that a load does not fit properly in the truck. They may have to unload
the truck completely and begin again.
· May experience difficulty in using a sidewalk sweeper on narrow streets or on
hills. They may have to leave the vehicle and use a manual sweeper and shovel in
some areas
· May encounter poor driving conditions caused by rain, snow or ice. They drive
slowly and cautiously, coping with reduced visibility.
· May find that a garbage can is too heavy to lift. They report the address and the
reason for not emptying the can.
· May have equipment breakdowns. They report the problem and have the
equipment taken in for repair. They may have to use alternate equipment during
repairs.
• Decision Making
· May decide on the most suitable locations for public litter baskets.
· May decide to bring more repair material than the foreman requested, based on
their experience of possible additional needs at the work site
· Decide what garbage to leave at the curb, based on guidelines about recyclable
articles.
· Decide which mixture of sand and salt or calcium to spread on the road based
on the weather and road conditions.
Introduction
Bridging the Employment Gap 2008 Grounds Maintenance 13
• Job Task Planning and Organization
· Public works and maintenance labourers and railway and motor transport
labourers follow a work plan set by their supervisors, although they have
flexibility in the sequencing of their activities.
• Significant Use of Memory
· Remember the unique operating features of different types of equipment such
as compactors, weed eaters and small graders.
· Remember the routes for plowing and sweeping.
· Remember what items fall within the various classes of recyclable and hazardous
materials.
· Remember their equipment's operating capacity under certain conditions, such
as varying temperatures or icy roads.
· Remember regular routes and pick-up areas.
· Remember which nozzles and hoses on sewer flushing equipment are best for
various types of problems.
• Finding Information
· Look at road maps to find addresses for pickups, deliveries or repair work.
· Refer to municipal bylaws to verify parking restrictions or dumping regulations.
· Consult with mechanics or manufacturers to obtain information about
equipment operation and maintenance.
· check maps when looking for new streets or clients
Working With Others
• Public works and maintenance labourers may work alone to carry out assigned duties
such as sweeping streets, collecting coins from parking meters or doing minor road
repairs. They often work independently, co-ordinating their activities with co-workers
nearby. For instance, parking meter repairs will be done in the shop alongside co-
workers performing similar tasks. Mainly, they work as members of a maintenance
crew.
• Public works maintenance equipment operators mainly work independently. They may
work jointly with a partner or helper or as a member of a team to operate equipment
and co-ordinate job tasks.
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Bridging the Employment Gap 2008 Grounds Maintenance 14
Computer Use
• Use computer-operated machinery. For example, they may use a leak correlator which
detects leaks by detailing the volumes of water flow and how long pumps were turned
on.
• Use computer-operated machinery. For example, they may use a leak correlator which
detects leaks by detailing the volumes of water flow and how long pumps were turned
on.
• Use other computer applications. For example, they use computer-controlled
equipment such as electronically monitored hydraulic systems or electronically
controlled sanders which allot the proportions of sand and salt through computer
commands
Continuous Learning
• Public works and maintenance labourers and have a recurring requirement to learn. For
example, they receive training on equipment and machine operation.
• Public works maintenance equipment operators receive training from their employer to
update their equipment operating skills as new equipment is introduced. They take
courses in safety and the handling of dangerous goods and materials.
• Landscaping and grounds maintenance labourers and logging and forestry labourers
may also require certification in areas which are subject to regulation, such as the
application of herbicides and pesticides.
• Learning may be acquired:
· As part of regular work activity.
· From co-workers.
· Through training offered in the workplace.
· Through reading or other forms of self-study
° At work.
° Using materials available through work.
· Through off-site training
Other Information
• Physical Aspects
Primary production labourers use a variety of body positions including crouching,
crawling, standing and walking.
• Attitudes
The primary production labourers interviewed felt that primary production labourers
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Bridging the Employment Gap 2008 Grounds Maintenance 15
should be safety-conscious and have a positive attitude. They should be willing to work
under adverse conditions, either related to weather or to working underground.
• Future Trends Affecting Essential Skills
Primary production labourers may encounter heightened regulatory requirements in the
areas of health and safety and in the transportation and use of dangerous goods. They
may need to upgrade their text reading and document use skills to deal effectively with
materials used to prepare for certification exams.
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